OBJECTIVE: This study aimed to evaluate the reliability and validity of the Turkish version of Cognitive Attentional Syndrome-1 (CAS-1) questionnaire. METHODS: 221 participants were included in the study who do not meet any psychiatric diagnosis. Participants were applied SCID I and II and filled CAS-1 scale, Meta-Cognitions Questionnaire-30 (MCQ-30), Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI), Generalized Anxiety Disorder-7 (GAD-7) Scale, and Penn State Worry Questionnaire (PSWQ). Testing the reliability Cronbach’s alpha, item analysis and Item and total score correlation coefficients were applied. For testing structural validity, Confirmatory Factor Analysis was used, and for testing the content validity, the relationship between each item of CAS-1 and MCQ-30, BDI, BAI, GAD-7, PSWQ was examined. RESULTS: The correlation reliability coefficients were statistically significant except for using alcohol/drugs as a coping mechanism. Cronbach Alpha reliability coefficient of 16 items was 0.771 whereas, this ratio was 0.772 for the first eight items (CAS) and 0.685 for the last eight items (Metacognitive Beliefs) which showed that the internal consistency of CAS-1 was high. Structural and Content Validity of the scale was significant. CONCLUSION: The Turkish version of the CAS-1 was a reliable and valid measure to evaluate CAS in a Turkish population.
Anxiety ; Depression ; Mental Disorders ; Metacognition ; Reproducibility of Results

Checklist ; Clinical Decision-Making ; Decision Making ; Humans ; Metacognition

According to the cognitive behavior theory and meta-cognitive theory of health anxiety, to examine the association between alexithymia, cognition factors or meta-cognition factors and health anxiety.
 Methods: A total of 1 164 medical students were investigated by the Short Health Anxiety Inventory, the Health Cognitions Questionnaire, the Meta-cognitions about Health Questionnaire and the Toronto Alexithymia Scale.
 Results: 1) Correlation analysis showed that alexithymia, dysfunctional beliefs, meta-cognition were significantly positively correlated with health anxiety (r=0.227-0.477, all P<0.01); 2) The results of structural equation model indicated that alexithymia could not exert effects on health anxiety directly (β=-0.05, 95% CI -0.123 to 0.021). The alexithymia could exert effects on health anxiety indirectly not only through dysfunctional beliefs (β=0.192, 95% CI 0.156 to 0.235), but also through the chain-mediated effect of dysfunctional beliefs and meta-cognitions (β=0.103, 95% CI 0.077 to 0.135). Dysfunctional beliefs fully mediated the relation between alexithymia and health anxiety (β=0.247, 95% CI 0.196 to 0.290).
 Conclusion: Alexithymia can affect health anxiety through the mediating effects of dysfunctional beliefs and meta-cognition.
Affective Symptoms ; complications ; Anxiety ; complications ; Culture ; Humans ; Metacognition ; Surveys and Questionnaires

PURPOSE: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. METHODS: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. RESULTS: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. CONCLUSION: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.
Humans ; Learning ; Metacognition ; Methods ; Nursing ; Students, Nursing ; Thinking

PURPOSE: The aim of this study was to identify the effect of metacognition, communication skills, and confidence in the performance of core basic nursing skills on clinical competency in nursing students.METHODS: A total of 158 students were recruited from two nursing colleges in B metropolitan city. Data were collected by means of self-reported questionnaires from December 3–31, 2018 and analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and multiple linear regression with SPSS 21.0.RESULTS: Metacognition, communication skills, and confidence in the performance of core basic nursing skills were higher than normal and the relationship between the variables metacognition (r=.69, p=<.001), communication skills (r=.69, p=<.001), and confidence in the performance of core basic nursing skills (r=.59, p=<.001) were highly positively correlated with clinical performance. Factors influencing these three variables accounted for 64.4% of clinical competency.CONCLUSION: Further research on the development of the curriculum and intervention program, and the verification of the effect are needed.
Clinical Competence ; Curriculum ; Humans ; Linear Models ; Metacognition ; Nursing ; Students, Nursing

PURPOSE: This study was conducted to examine the relationship among metacognition, emotional intelligence, and self-leadership in nursing students, and to investigate factors influencing self-leadership. METHODS: A descriptive survey design was used for this study. Participants were 216 nursing students in one university located in J-city, in South Korea. Data were collected from May 30 to June 8, 2018, and analyzed using independent t-test, one way ANOVA, Scheffé test, Pearson correlation coefficients, and stepwise multiple regression analysis with SPSS/WIN 20.0. RESULTS: Self-leadership had significantly positive correlations with metacognition (r=.61, p<.001) and emotional intelligence (r=.61, p<.001). Significant predictors of self-leadership were metacognitive control (β=.28, p<.001), regulator of emotions (β=.25, p<.001), self-emotional appraisal (β=.17, p=.006), metacognitive knowledge (β=.15, p=.021), and perceived leadership level (low) (β=−.10, p=.043). These factors explained 49.0% of the variance. CONCLUSION: The findings show that self-leadership should be strengthened by increasing the metacognition and emotional intelligence of nursing students.
Emotional Intelligence ; Humans ; Korea ; Leadership ; Metacognition ; Nursing ; Students, Nursing

PURPOSE: This study aimed to identify the effect of a situational module learning course on critical thinking disposition and metacognition in sophomore nursing students. METHODS: This study was a non-equivalent control-group pretest-posttest quasi-experimental design; the participants included 64 nursing students (32 in the experimental and 32 in the control group) from two Korean universities. Critical thinking disposition and metacognition between the control and intervention groups were measured before and after program participation. Data collection was conducted between September 1 and December 15, 2016. An independent t-test was used to determine differences in critical thinking disposition and metacognition between the groups and Pearson's correlations were measured for correlation with critical thinking disposition and metacognition. RESULTS: The intervention group showed higher critical thinking disposition (t=3.16, p=.002); intellectual integrity (t=2.85, p=.006); and open-mindedness (t=3.30, p=.002) relative to those of the control group. However, there were no statistical differences in metacognition between the two groups (t=−0.14, p=.888). A significant positive correlation between metacognition and critical thinking disposition was found. (r=.62, p<.001). CONCLUSION: The situational module learning course developed in this study could be used to promote critical thinking disposition in nursing students.
Data Collection ; Humans ; Learning ; Metacognition ; Non-Randomized Controlled Trials as Topic ; Nursing ; Students, Nursing ; Thinking

INTRODUCTIONMetacognition is a cognitive debiasing strategy that clinicians can use to deliberately detach themselves from the immediate context of a clinical decision, which allows them to reflect upon the thinking process. However, cognitive debiasing strategies are often most needed when the clinician cannot afford the time to use them. A mnemonic checklist known as TWED (T = threat, W = what else, E = evidence and D = dispositional factors) was recently created to facilitate metacognition. This study explores the hypothesis that the TWED checklist improves the ability of medical students to make better clinical decisions.

METHODSTwo groups of final-year medical students from Universiti Sains Malaysia, Malaysia, were recruited to participate in this quasi-experimental study. The intervention group (n = 21) received educational intervention that introduced the TWED checklist, while the control group (n = 19) received a tutorial on basic electrocardiography. Post-intervention, both groups received a similar assessment on clinical decision-making based on five case scenarios.

RESULTSThe mean score of the intervention group was significantly higher than that of the control group (18.50 ± 4.45 marks vs. 12.50 ± 2.84 marks, p < 0.001). In three of the five case scenarios, students in the intervention group obtained higher scores than those in the control group.

CONCLUSIONThe results of this study support the use of the TWED checklist to facilitate metacognition in clinical decision-making.

Adult ; Checklist ; Clinical Decision-Making ; methods ; Education, Medical ; methods ; Educational Measurement ; Female ; Humans ; Malaysia ; Male ; Metacognition ; Prejudice ; Program Evaluation ; Students, Medical ; Universities ; Young Adult